Category Archives: Architectural Education

Vienna: a lesson in stairs (Joze Plecnik), Part 2

Vienna stairs Jože Plečnik, Part 2. As much as the Zacherl House expresses the promise of modernism to come—from site strategy, structure, treatment of the façade, and ornamentation (previous blog)—I want to also celebrate the entrance sequence which, for me, makes this building so memorable. Perhaps this is because much research on the Zacherl House fails to go in depth regarding the staircase and because I find this particular space so beautifully orchestrated. 

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Vienna: a lesson in stairs (Joze Plecnik), Part 1

Vienna: a lesson in stairs (Joze Plecnik), Part 1. Each time I visit Vienna, the capital of the former Austro-Hungarian empire, it exhorts in me a mysterious feeling. First because I keep such fond childhood memories from there, and second because, as an architect, I have great sympathy for the city’s opulence in all matters of the fine arts and design. As a society, we have come to admire the magnificent artifacts that were created over the centuries, but those that retain my attention are from the turn of the 19th century, a period which reflected a new and rich artistic era when the city moved from eclecticism to modern functionalism. 

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Drawing spatially

Drawing spatially. In a number of previous blogs, I reiterated that translating ideas into space is one of the essential responsibilities when educating an architect. Typically for students, coming up with an idea is not an issue in their design process. But transforming an idea—spatial complex ideas created in the mind and transcribed digitally or onto a sheet of paper—is altogether another beast. 

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Lexington: a lesson in stairs (Jose Oubrerie)

Lexington: a lesson in stairs (Jose Oubrerie). If you are unfamiliar with the Miller House designed by José Oubrerie, let me introduce you to this magnificent work of art through the lens of a particular element, namely a stair that is both architecture and an elaborate piece of furniture.

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Writing interludes

“Architecture does not exist without drawing, in the same way that architecture does not exist without text.”
Bernard Tschumi

Students of architecture have countless ways to express ideas about their projects. From concept to final presentation, they may choose carefully from many mediums to represent their ideas: diagrams, sketches, orthographic representations, perspectives, analog models, computer generated fly-through animations, details, and construction documents.

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Thoughts on teaching, Part 2

Thoughts on teaching, Part 2. My passion for the practice of architecture led me—unexpectedly—to my love of teaching architecture. In particular, teaching students in early stages of learning; a moment in their academic tenure where it is key to acquire fundamental principles.

“What will be more important in the future, the right skill set or mindset?

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Still lifes by Ben Nicholson

Still lifes by Ben Nicholson. Recently, I was delighted to rediscover the British artist Ben Nicholson (1894-1982) whose paintings I had so much admired while studying architecture. For some reason, I lost touch with his oeuvre despite my growing interest in the art of painting, especially the still life genre that I so much cherish. There are two reasons for my renewed interest in the still lives by Ben Nicholson. 

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Sketching on a field trip. Part 2

“…nothing can be more abstract, more unreal, than what we actually see.”
Italian painter, Giorgio Morandi

In previous blogs, I have written about the necessity of skill building to facilitate students to use techniques as a process to diagram conceptually; work through iterative design processes; move from sketch to drafted sketch; and also to learn to sketch in model form.

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The nature of IDEAS

I believe that there is always the need, a desperate need, for a world inspired by ideas. The Covid-19 pandemic interrupted many of our dreams, and while long overdue attention to pervasive societal inequalities has finally taken center stage, I fear that ideas, modest or radical in their outreach, are desperately missing in our daily discourse. 

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Inventing versus re-inventing

Inventing versus re-inventing. In past blogs, I stated that my academic and professional interest favors re-invention over invention. Working in the creative field of architecture surrounded by colleagues and students who thrive on furthering their art form, I always find it curious when reviewing student work, how many of them claim to invent a site strategy, to organize domesticity, or state a position in architecture that wants to be new.

“The distinguishing feature of great beauty is that it should surprise to an indifferent degree, which continuing, and then augmenting, is finally changed to wonder and admiration.”

                                             Montesquieu (1689-1755)

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